The Diluted Curriculum - The Role of Government in Developing Ecological Literacy as the First Imperative in Ontario Secondary Schools

Oct 15, 2026

Examines how Ontario’s government shifted environmental science in secondary education by removing standalone Environmental Science courses in 2000 and infusing ecological concepts into other science and geography classes. Survey data from science and geography teachers show limited and ineffective emphasis on ecological concepts, with grade 9/10 and 11/12 instructors spending very little time on ecological education. Concludes that the infusion model has failed and recommends ecological literacy become the first curricular imperative amid future ecosphere challenges.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Background to Study

Findings from Teacher Surveys

Implications of the “Infusion Model”

Policy Shift in Ontario (2000)

Walkerton and Public Perception

Education as a Future Imperative

The Diluted Curriculum: The Role of Government in Developing Ecological Literacy as the First Imperative in Ontario Secondary Schools Tom Puk, Lakehead University & Dustin Behm, Grey Highlands Secondary School, Canada Abstract In 2000, the Ontario Ministry of Education removed Environmental Science from the secondary school curriculum as single-focus, stand-alone courses. Instead, the Ministry chose to integrate or “infuse” ecological concepts in other science and geography courses. In this study, surveys were sent out to science and geography teachers across the province. Teachers were asked whether or not they taught various topics, how much time they spent teaching these topics, and how much time they spent per course teaching outdoors. The data collected from the surveys demonstrate that grade 9/10 and grade 11/12 science and geography teachers are, infact, spending very little time teaching ecological concepts. There is a limited and ineffective emphasis on learning about environmental science topics or promoting ecological literacy in the current curriculum guidelines. The results of the study indicate the failure of the “infusion model”for ecological education. The study suggests that in light of the serious challenges the ecosphere faces in the future, ecological literacy must become the first imperative in the school curriculum. Résumé En 2000, le ministère de l’Éducation de l’Ontario a retiré du programme d’enseignement secondaire tous les cours entièrement et distinctement consacrés à la science de l’environnement, choisissant plutôt d’intégrer ou d’« infuser » les concepts de l’écologie dans les autres cours consacrés aux sciences ou à lagéographie. La présente étude a distribué des sondages à des professeurs de sciences et degéographie dans l’ensemble de la province, les questionnant sur les thèmes abordés en salle de classe, le nombre d’heures consacrées à l’enseignement de ces thèmes et la portion de temps passéepar cours à l’enseignementen plein air. Les données rassembléespar les sondages ont montré que les professeurs de sciences et degéographie des 9e et 10e années ainsi que des 11e et 12e années consacrent en réalité trèspeu de temps à l’enseignement des concepts de l’écologie. Les lignes directrices du programme d’enseignement en vigueur ne mettent qu’un accent limité et inefficace sur l’apprentissage des thèmes propres à la science de l’environnement ou la promotion du savoir écologique. Les résultats de l’étude soulignent l’échec du « modèle d’infusion » des notions du savoir écologique. À la lumière des défis de taille que l’avenirréserve à l’écosphère, laprésente étude recommande que le savoir écologique devienne le premier impératif du programme d’enseignement. Canadian Journal of Environmental Education, 8, Spring 2003 217 The events of Walkerton, Ontario have accelerated the public’s perception of environmental issues, in particular with regard to the quality of drinking water in Canada. During the month of May 2000, people in that community of Ontario died because of harmful microorganisms in their drinking water. Until then, the topic of the environment seemed to be mainly pushed forward by small groups of environmentalists. Walkerton, however, shook the general public out of its lethargy and made ecological issues a societal problem. The media was quick to take advantage of the sensational headlines of the day. However, one issue vital to the future welfare of the ecosphere (and thus to the human species) that has been overlooked is the value of education. Not only did town officials in the Walkerton incident testify that they were not aware that E. coli was dangerous in drinking water but also people in the Ministry of Environment who would have been designated as“experts” stated the same (Canadian Press, December 7, 2000; December 11, 2000) . Not being aware of the facts about ecological problems indicates a lack of knowledge (a lack of education) and the failure of our instit

FAQs

What curriculum change did Ontario make in 2000 regarding environmental science?

Ontario removed Environmental Science as a standalone secondary course and instead integrated ecological concepts into other science and geography classes.

How did the study collect evidence about ecological education in schools?

Surveys were sent to science and geography teachers across Ontario asking what topics they taught, how much time they spent on them, and how much time per course they used outdoor instruction.

What does the study conclude about the “infusion model” for ecological education?

The results indicate failure of the infusion model, showing limited and ineffective emphasis and recommending ecological literacy become a first imperative in the curriculum.

Oct 15, 2026

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